当今在科学教育中渗透科学本质教育是研究的新热点，随着新一轮基础教育改革的发展，我国2017年颁布的普通高中生物课程标准（以下将课程标准简称“课标”）在第六部分实施建议中专门强调了要“注重生物科学史和科学本质的学习”，并提供了七个方面的科学本质教育内容参考。但我国对于科学本质教育相关的研究相对于国外还较少，和高中生物课标及教材有关的则更少，因此以我国2017年和2003年的高中生物学课程标准和相对应的人教版教材共10本为研究对象分析其科学本质呈现情况，具有一定理论意义和实践意义。
本研究主要采用数据统计法和比较分析法，参考国内外专家对科学本质内涵的表述，结合2017年普通高中生物学课程标准，构建了7个方面的科学本质内容分析框架，分析和比较2017和2003两版课程标准及其对应的人教版教材的科学本质呈现情况，主要结论如下：
（1）17版课程标准和教材对于科学本质的渗透更为深入。
（2）两版课程标准及教材中科学本质不同方面的渗透有着很大的差异，其中对“科学知识的社会、文化嵌入性”占了很大比重，均超过了三分之一，但是17版课程标准在“科学知识的实证基础性”、“观察与推论的区别”、“科学知识的暂定性”方面的渗透有了很大的改进。
（3）两版课标及教材中必修与选修的分工明确，即必修更倾向于科学知识的实证性与从科学方法体现观察与推论，而选修则注重科学与社会、文化的联系，注重科学技术的实践。并且相对于03版课标，17版课标的科学本质呈现比例在兼顾重点的情况下更为均衡，体现17版课标及教材在内容编排上的格式美感。
（4）在教学实践上进一步渗透科学本质教育，可以注重以科学史为载体进行渗透。

Nowadays, the penetration of the essence of science education is a new hot spot of science education in China. With the progress of a new round of basic education reform, the sixth part of the general senior high school biology curriculum standard published in 2017 is suggested to be implemented. Secondary schools emphasize the need to "pay attention to the study of the history of biological science and the essence of science", and provide seven aspects of the content reference of the essence of science education. However, the research on the nature of science education in China is less than that in foreign countries, and less related to senior high school biology curriculum standards and teaching materials. Therefore, it has certain theoretical and practical significance to analyze the presentation of the nature of science based on the published curriculum standards and the corresponding PEP Textbooks in 2017 and 2003.
This study mainly uses the methods of mathematical statistics and comparative analysis, referring to the expression of the connotation of the essence of science by domestic and foreign scholars, combined with the 2017 senior high school biology curriculum standard, constructs seven aspects of the content analysis framework of the essence of science, analyzes and compares the presentation of the essence of Science in the 17 and 03 editions of the curriculum standard and its corresponding teaching materials
(1) The 17th edition of curriculum standards and teaching materials have a deeper penetration into the nature of science.
(2) There are great differences in the infiltration of different aspects of the nature of Science in the two editions of curriculum standards and teaching materials, in which "social and cultural embeddedness of scientific knowledge" accounts for a large proportion, more than one third. However, the infiltration of "empirical basis of scientific knowledge", "difference between observation and inference" and "tentative nature of scientific knowledge" in the 17th edition of curriculum standards has been greatly improved,  
(3) The division of compulsory and elective courses in the two editions of curriculum standards and textbooks is clear, that is, compulsory courses tend to be more empirical in scientific knowledge and reflect observation and inference from scientific methods, while elective courses pay attention to the connection between science and society, culture, and the practice of science and technology. And compared with the 03 edition curriculum standard, the proportion of the scientific nature of the 17 edition curriculum standard is more balanced, which reflects the aesthetic feeling of the 17 edition curriculum standard and teaching material in the content arrangement.
(4) In order to further infiltrate the education of the nature of Science in teaching practice, we can pay attention to the infiltration with the history of science as the carrier.